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首页> 外文学位 >African American Boys' and Girls' Causal Attributions about Math, English, and Science are Shaped by Gender Stereotypes, Influence Classroom Engagement, and Change across the High School Years.
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African American Boys' and Girls' Causal Attributions about Math, English, and Science are Shaped by Gender Stereotypes, Influence Classroom Engagement, and Change across the High School Years.

机译：非洲裔美国男孩和女孩在数学，英语和科学方面的因果归因由性别刻板印象，影响课堂参与度和整个高中阶段的变化所决定。

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摘要

This doctoral dissertation investigates developmental, gender, and academic domain differences in causal attributions; the influence of perceptions of gender group competence on attributions; and the impact of attributions on classroom engagement in a sample of African American adolescents ( N = 381). Two studies were conducted using attribution theory as the guiding framework. The first study utilized a variable-centered approach to assess attributions, while the second study utilized a person-centered clustering approach. Data for the study were drawn from the Youth Identity Project, a longitudinal project with measurement waves in Grades 5, 7 and 10.;In the first study, results from the latent curve models accounting for the influence of gender and achievement indicated that there was no significant decline over time in ability attributions. There were some gender-stereotypic differences in the intercepts of math and science attributions, with boys having more adaptive math and science ability attributions than girls in Grades 7 and 10. Results from the path models demonstrated that Grade 7 math and science ability attributions influenced domain-specific classroom engagement in Grade 10, while Grade 7 English ability attributions were not related to Grade 10 English engagement. Lastly, accounting for domain-specific achievement, seventh grade boys' perception of the competence of boys in math and science was related to their endorsement of ability in explaining math success and science failure. In addition, girls' perception of girls' math competence was negatively related to their math failure ability attributions.;In the second study, results from the latent profile models indicated that at least two clusters of attributions emerged within each academic domain. The "adaptive" clusters were characterized by high levels of success ability and success effort attributions, and the "maladaptive" clusters were characterized by relatively low levels of success ability attributions and high levels of failure ability attributions. Significant gender differences for the math and English clusters emerged, with boys more likely to be in the adaptive math clusters in Grade 5 and Grade 7 and girls more likely to be in the adaptive English cluster in Grade 5. Higher classroom engagement in all domains was typically associated with membership in the adaptive clusters compared to the maladaptive clusters.
机译：该博士论文研究因果归因的发展，性别和学术领域差异。性别群体能力观念对归因的影响；以及非裔美国青少年样本中归因对课堂参与的影响（N = 381）。以归因理论为指导框架进行了两项研究。第一项研究使用了以变量为中心的方法来评估归因，而第二项研究则使用了以人为中心的聚类方法。该研究的数据来自青年身份项目，这是一个纵向项目，其测量波分别为5、7和10年级；在第一个研究中，考虑性别和成就影响的潜伏曲线模型的结果表明，随着时间的推移，能力归因没有明显下降。数学和科学归因的截距存在一些性别刻板印象的差异，男孩在7年级和10年级的数学和科学能力归因比女孩更多。路径模型的结果表明，7年级的数学和科学能力归因对领域的影响10年级的课堂参与度，而7年级的英语能力归因与10年级的英语参与度无关。最后，考虑到特定领域的成就，七年级男孩对男孩在数学和科学方面的能力的理解与他们对解释数学成功和科学失败的能力的认可有关。此外，女孩对女孩数学能力的感知与他们的数学失败能力归因负相关。在第二项研究中，潜在特征模型的结果表明，每个学术领域至少出现了两类归因。 “适应性”集群的特征是成功能力和成功努力的归因水平很高，而“适应性”集群的特征是成功能力的归因水平相对较低，而失败能力的归因水平较高。在数学和英语类中出现了明显的性别差异，男孩更可能出现在5年级和7年级的自适应数学类中，而女孩则更可能出现在5年级的自适应英语类中。与适应不良的群体相比，通常与适应性集群中的成员身份相关联。

著录项

  • 作者

    Swinton, Akilah D.;

  • 作者单位

    The University of North Carolina at Chapel Hill.;

  • 授予单位 The University of North Carolina at Chapel Hill.;
  • 学科 African American Studies.;Psychology Developmental.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 126 p.
  • 总页数 126
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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